Slides from the TOD I facilitated for the staff at Douglas Park School, Masterton

1. Inspiring the next
generation of
leaders, thinkers
and problem-
solvers
derek@futuremakers.nz
@dwenmoth
www.futuremakers.nz
http://www.futuremakers.nz/blog
Educa&ng to be a good
human.
Douglas Park School TOD, 26 January, 2023

2. Goals for today
By the end of the day you will…
… some of the ‘big ideas’ that have shaped our education system,
the way our schools operate and what makes for powerful learning.
Understand
... How these things apply in the context of Douglas Park School, the
journey so far and where we could continue to grow.
Know
... Plan for things you want to give emphasis to in this coming year
in order to best serve the needs of your students.
Do

3. Our day...
9.00 Mix and mingle
9.30 Session one: Growing Great Humans
10.30 Break
11.00 Session Two: Know Thy Students
12.00 Break
12.15 Session Three: Wellbeing for Success
1.15 Wrap up
1.30 Lunch

4. Session One:
Growing great humans

5. What do these people all have in common?
"It was just one year, but [Ms McDonald] got me
really into literature. But she also did street dance — I
was too scared to join — but in the canteen they
used to do these dances... She was so bloody cool. So
engaging. She really made us care and we knew she
cared about us.” Adele
I always, because of [4th grade teacher Mary Duncan],
felt I could take on the world. [She] did exactly what
teachers are supposed to do, they create a spark for
learning that lives with you from then on. It’s why I
have a talk show today.” Oprah Winfrey
“[Miss Foote] told me I was a good writer, I believed
her — and I believed her so much that I’ve never
stopped writing since. And now I’ve done 11 books,
and won awards too, which is not too bad for someone
who was kicked out of high school. In fact, it’s pretty
good.” Tim Tipene, NZ Author
Miss SLers is kind, caring, and encourages you to try your
hardest. She's very passionate about teaching and is
commiNed to helping students.” Allyssa, Bailey Road
Primary & Intermediate School
"The care that [5th grade teacher Judy Vellegas] takes
with each student ... you can tell that there's love in
her heart.” Venus Williams

6. h8ps://sponsoredinterac;ve.stuff.co.nz/the-real-influencers/

7. Drivers and Roadblocks
• Complete the simple two-
question survey here:
• https://bit.ly/3XO8rju
https://futuremakers.nz/2022/12/12/roadblocks-and-drivers/

8. • Threats to democracy
• Political uncertainty
• Sectarian challenges
• Terrorism (incl. cyber and bio)
• Changing balance of power
and alliances
• Pandemics / global health
POLITICAL
• Changing world of work
• Economic inequity
• InnovaFon economy
• InternaFonal marketplace
• Loss of the ‘middle’
income earners
• “Green jobs” for the
future
ECONOMIC
• New occupaFons
• Changes in skill sets
• Gig / porOolio Workers
• Zero-hour contracts
• Tech skills challenge
• MulF-disciplinary teams
• Talent war
• Outsourcing
EMPLOYMENT
• Ubiquitous, high speed
internet
• Cloud-based technologies
• Big data /analytics
• Artificial Intelligence
• Gaming, gamification
• Robotics
• Renewable energy sources
TECHNOLOGICAL
• Jurisdiction and sovereignty of
nation states
• Global corporates - Tax
avoidance
• Intellectual Property rights
• Privacy
• Cyber security
• Digital inclusion
LEGAL
• Climate change
• DegradaFon of natural
environments
• Impact of extracFve industries
• Bio-diversity loss
• Access to potable water
• Natural disasters
ENVIRONMENTAL
• Gender and race
challenges
• Changing demographics
• Refugee and migrant
growth
• Human rights abuses
• Growing wealth gaps
• Increasing poverty
SOCIAL
• Redefining ‘success’
• New models of assessment
• Emphasis on competencies and
capabilities
• Global competence
• Digital fluency
• Learner agency & personalisation
• Wellbeing
EDUCATION
School closures Cyber-security
Truancy
Teacher workload
Workforce capability
Facilities management
Inequity
Student engagement
Wellbeing
IT management
Declining literacy/numeracy
Transition to
work
NCEA Review
Equity focus
Te Mahau
N4L internet
& filtering
Online
content hub
Hangarau Matahiko/
Digital Technologies
PersonalisaMon
Curriculum
Refresh
NELP
Learning support
action plan
School
redevelopment
programme
Virtual
Learning
Network
NZ Histories
Curriculum
Māori and Pacific Underachievement
Leadership
Centre
https://futuremakers.nz/education-environment-scan/

9. h8ps://futuremakers.nz/educa;on-environment-scan/

10. “Education either functions as an
instrument which is used to facilitate
integration of the younger generation
into the logic of the present system and
bring about conformity, or it becomes
the practice of freedom, the means by
which men and women deal critically
and creatively with reality and discover
how to participate in the
transformation of their world.”
Paulo Freire, Pedagogy of the Oppressed

11. Public education in the twentieth-century...
“Was predicated on the belief that there was
such a thing as an ‘average’ person, that
children should be placed along a bell curve,
and that the best approach to education was to
offer standardized pedagogy and curriculum to
children within age-based cohorts.”
“It wasn’t designed to unleash the potential of
every young person.
“Instead, it was designed to ration education
resources inequitably, disregard the importance
of diversity, and elevate the few over many.”
SoLD alliance
https://coachingcorps.org/wp-content/uploads/2020/07/SoLD-Alliance-initial-findings.pdf

12. Standardization
• Frederick Taylor 1856 – 1915
• Introduced ‘scienEfic managment” –
placing systems above man
• Provoked standardizaEon of educaEon
• Thorndike – “the main goal of educaEon
is to sort young people according to their
ability”
Image source: https://commons.wikimedia.org/wiki/File:F._Taylor_1856-1915.jpg

14. Understanding “Jaggedness” – Todd Rose (from h7ps://society30.com/drop-the-average-and-focus-on-jaggedness/)

15. Ergodic Theory
• Peter Molenaar
• You may use a group average to make
predictions about individuals if two
conditions are true:
1. Every member of the group is identical
2. Every member of the group shall
remain the same in the future
“Individuality matters”
https://www.guilford.com/author/Peter-C-M-Molenaar

16. What do our students expect?
Washor, E and Mohkowski, C (2013) Leaving to learn
Do my teachers really know about
me and my interests and talents?
Do I find what the school is
teaching relevant to my interests?
Do I have opportuni_es to apply what I am
learning in real world se`ngs and contexts?
Do I feel appropriately challenged
in my learning?
Can I pursue my learning out of
the standard sequence?
Do I have sufficient time to
learn at my own pace?
Do I have real choice about
what, where and how I learn?
Do I have opportunities to
explore and make mistakes?
Do I have opportuni_es to engage deeply in my
learning and to prac_ce the skills I need to learn?

17. Student Voice
One of the most powerful tools available to
influence academic achievement is helping
students feel they have a stake in their
learning.
To feel motivated to do something and
become engaged in its activity, youth (like
adults) generally need to feel they have a
voice in how it is conducted and an impact
on how it concludes.
Time and again, research has shown that the
more educators give their students choice,
control, challenge, and opportunities for
collaboration, the more their motivation and
engagement are likely to rise.

18. The DPS story
In groups, use a Y-chart to map what
learner-centred learning looks like, feels like
and sounds like at Douglas Park School
https://gazette.education.govt.nz/articles/maker-culture-meets-learner-agency/

19. More than Choice and Voice
Requires accepting responsibility for...
• Self: self expression that avoids harm or negative consequences
• Others: understanding how our personal decisions will impact others
• Shared environment: awareness of how our actions impact our
environment

20. hbps://studentsabhecenterhub.org/resource/spectrum-of-student-voice/

21. On the journey
• Where on this continuum are
your students?
• What is something you could
change in this coming year to
help your students move to
the right on this continuum?

22. Session Two:
Teacher, know thy students

23. Do you
know who
I am?
https://www.youtube.com/watch?v=0OatZHB71UI&t=7s

24. “Do you know me well
enough to teach me?”
“The challenge within this question is profound and
goes to the heart of what we do. While I
acknowledge that schools are not always structured
in ways that allow for quality relationship
building, it’s too important NOT to give this
priority. Good teachers know that their job is all
about relationships. If we want our kids to ask
questions – to show a passion for our subjects, to
engage in the concepts we bring to them, we need to
do more than simply tell them to ‘pay
attention’. Getting to know who our students really
are as people is surely a responsibility that comes
with the privilege we have of teaching them.”
Kath Murdoch
h8ps://www.kathmurdoch.com.au/blog/2013/11/12/do-you-know-me-well-enough-to-teach-me

25. https://www.youtube.com/watch?v=I0jgcyfC2r8

26. How well do you know
your students?
Personal activity
One sheet of paper ruled up as
shown on the following page...

27. How well do you
know your
students?
● List your students by first
name

28. How well do you
know your
students?
● List your students by first
name
● Tick the students you’ve had a
conversation with in recent
months

29. How well do you
know your
students?
● List your students by first
name
● Tick the students you’ve had a
conversation with in recent
months
● List something you know about
him or her

30. How well do you
know your
students?
● List your students by first
name
● Tick the students you’ve had a
conversation with in recent
months
● List something you know about
him or her
● List something you know
brings this student joy or
delight.

31. https://www.youtube.com/watch?v=693yg8BgITg

32. Personal challenge
Identify one thing you could do
to get to know your students
better – in a way that will help
them become better learners,
and better humans.
How will you use this
information to shape your
approach to learning design
and teaching this year?

33. Session Three:
Learning as wellbeing

34. Wellbeing for success
Student wellbeing is strongly linked to learning. A student’s
level of wellbeing at school is indicated by their satisfaction
with life at school, their engagement with learning and their
social-emotional behaviour. It is enhanced when evidence-
informed practices are adopted by schools in partnership with
families and community. Optimal student wellbeing is a
sustainable state, characterised by predominantly positive
feelings and attitude, positive relationships at school,
resilience, self-optimism and a high level of satisfaction with
learning experiences.
https://ero.govt.nz/our-research/wellbeing-for-success-a-resource-for-schools

35. Empathy and
Compassion
“Not only is compassion desired by
patients, but compassion is also
associated with better clinical
outcomes across numerous
conditions.”
https://www.ncbi.nlm.nih.gov/pmc/articles
/PMC6537812/
Image: Doctor gree-ng pa-ent, CC BY 2.0, via Vic on Flickr

36. Active Demandingness
Passive Leniency
Personal
Warmth
Professional
Distance
THE WARM DEMANDER THE TECHNOCRAT
THE SENTIMENTALIST THE ELITIST
• Explicit focus on building rapport and trust
• Earns the right to demand engagement
and effort
• Competent on the technical side of
instruction
• Encourages productive struggle
• Viewed by students as caring
• No explicit focus on building rapport or trust
• Doesn’t focus on rela;onships with students
• Shows enthusiasm for subject ma8er
• Holds high standards and expects students
to meet them
• Able to support independent learners be8er
than dependent learners
• Explicit focus on building rapport and trust
• Shows personal regard for students
• Makes excuses for students’ lack of
performance
• Consiously lowers expectations out of pity
• Liked by students, but is a pushover
• No explicit focus on building rapport and trust
• Keeps professional distance from students
• Unconsciously holds low expectations for
dependent learners
• Mistakes cultural differences as intellectual
deficits
• Viewed by students as cold and uncaring

37. Where are you?
In which of these quadrants
would you place yourself?
What might you work on to
position yourself more in the
top right quadrant?

38. How did we do?
By the end of the day you will…
… some of the ‘big ideas’ that have shaped our education system,
the way our schools operate and what makes for powerful learning.
Understand
... How these things apply in the context of Douglas Park School, the
journey so far and where we could continue to grow.
Know
... Plan for things you want to give emphasis to in this coming year
in order to best serve the needs of your students.
Do

39. Thank You
derek@futuremakers.nz
@dwenmoth
www.futuremakers.nz
http://futuremakers.nz/blog